Ortaokul Müzik Öğretmenlerinin Müzik Dersine Yönelik Görüşleri

Abstract

Music education plays an important role in the development of individuals who are both creative and problem-solving, who have an aesthetic perspective and have an aesthetic perspective. Although it starts in kindergarten, music education in primary and secondary school affects the whole life of the student. In this process, music education enriches students' musical and social cultural lives. In this respect, qualitative research method was used in this study which was conducted in order to reveal the thoughts and experiences of music teachers working in secondary school on music education. For this purpose, four open-ended questions were asked to six music teachers working in various state secondary schools in the center of Balıkesir. In this study, semi-structured interview form was used as data collection tool. The data were analyzed by using descriptive analysis and content analysis techniques. According to the results of the study, teachers related to the music course; It is seen that students found that music lesson hours are inadequate, students found music lessons enjoyable and entertaining and in students have an intense interest in playing instruments, in students observe teachers and teachers, students do not show interest in music lessons. Music teachers to reach the goal of music course; It emphasizes that the lessons should be increased activity students should be more willing, problems with the elimination of the lack of music class, the curriculum should be changed, the school administration should support the music lesson and the activities in the class. Another finding of the study is that the opinions of music teachers about music education program; 'program content is intense', 'students should be a curriculum to create a music culture', 'the curriculum does not grow due to the lack of course time', 'songs to be distracted from lecturing to the lesson' and 'emphasis in the program should be given to Turkish music and culture' is emphasized. In another finding of the study, 'showing and doing', 'question and answer', 'visual and auditory presentations', 'ear teaching',' brain storming ',' expression', 'student presentation ',' rhythm studies', 'body percussion ',' group work ',' song teaching with a note ',' ask-discover 'music teachers and music lessons used in music lessons have been revealed.

Opinions of Students in Social Sciences High Schools About Musıc Lessons: The Example of The Province of Bursa

“…Literatür taraması yapıldığında Özel Program ve Proje Uygulayan Eğitim Kurumlarındaki müzik dersine yönelik yapılmış herhangi bir çalışmaya rastlanmamıştır. Bunun yanı sıra literatürde öğretmen, öğrenci ya da velilerin müzik dersine ilişkin görüşlerine yönelik çalışmalar, müzik dersinin içerik ve işlenişine yönelik çalışmalar ile kısaca Proje Okulları olarak adlandırılan kurumlar ve Sosyal Bilimler Liseleri ile ilgili yapılmış diğer araştırmalar yer almaktadır (Karaman, 2021;Zengin ve Karam, 2020;Kaya, 2019;Cırıt ve Günay, 2019;Tabancalı ve Becerikli, 2019;Güloğlu ve Özay Köse, 2019;Aydın, 2012;Aydın ve Kaya, 2011;Birol ve Yazıcı, 2011;Boybeyi ve Boybeyi, 2007;Kademli ve Çevik Kılıç, 2019;Bağrıaçık, 2019;Koç, 2019;Düzgören ve Gerekten, 2017;Degé, Wehrum, Stark ve Schwarzer, 2011).…”